The Number Line Model for Conceptual Understanding of Fractions
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Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Ohio Council of Teachers of Mathematics
Abstract
This paper outlines misconceptions related to the number line model for describing
fractions. Examples of student work from a local research project are provided to
illustrate these misconceptions. Instructional strategies for representations and academic
language to be used when working with the number line model are described.
Description
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Citation
Ohio Journal of School Mathematics, no. 69 (2014), 7-11.